نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی کارشناسی ارشد روان‌شناسی عمومی دانشگاه زنجان، زنجان، ایران

2 استادیار گروه روان‌شناسی دانشگاه زنجان، زنجان، ایران

چکیده

دراین پژوهش، ارتباط جو اخلاقی مدرسه و سبک‌های تدریس با تعلل ورزی تحصیلی بررسی شد. که از نوع توصیفی-همبستگی است. جامعه آماری معلمان و دانش آموزان دوره متوسطه دوم شهر زنجان بودندکه با استفاده از فرمول کوکران برای معلمان 180 و دانش آموزان 273 برآورد شد. برای جمع‌آوری داده‌ها از پرسشنامه تعلل ورزی تحصیلی سولومون وراث بلوم (1984)، جو اخلاقی شولت و همکاران(2002) و سبک‌های تدریس گراشا(1996) استفاده و پس از جمع‌آوری داده‌ها به کمک نرم‌افزار  Spss و با استفاده از ضریب همبستگی پیرسون و رگرسیون چندگانه تجزیه ‌وتحلیل شد. نتایج پژوهش نشان داد بین جو اخلاقی مدرسه (266/0-r= )، سبک تدریس تسهیل‌کننده (231/0-r=) و سبک تدریس وکالتی (221/0- r=) با تعلل ورزی تحصیلی رابطه منفی و معناداری وجود دارد. همچنین بین سبک تدریس خبره (259/0 r=)، سبک تدریس آمرانه (372/0r=) و سبک تدریس فردی (054/0 r=) با تعلل ورزی تحصیلی رابطه مثبت و معناداری وجود دارد. همچنین نتایج نشان می‌دهد که متغیرهای پیش‌بینی کننده در کل قادر به تبین 16 در صد از تغییرات متغیر ملاک هستند. همین‌طور بین متغیرهای پیش‌بین فقط جو اخلاقی، سبک تدریس خبره و سبک تدریس آمرانه معنی‌دار هستند و متغیرهای سبک تدریس فردی، تسهیل‌کننده و وکالتی به دلیل معنی‌دار نبودن از مدل حذف شدند. بر اساس یافته‌های پژوهش می‌توان نتیجه گرفت. مدرسه و سبک تدریس معلمان نقش اساسی در مشکلات تحصیلی دانش آموزان دارند.

کلیدواژه‌ها

عنوان مقاله [English]

Investigating the relationship between the moral climate of the school and teaching styles with academic procrastination in the second secondary students of the 1st district of Zanjan city.

نویسندگان [English]

  • Seyyed Musa Mousavi 1
  • mahmoud kazemy 2

1 Master's student in general psychology, Zanjan University, Zanjan, Iran

2 Assistant Professor, Department of Psychology, Zanjan University, Zanjan, Iran

چکیده [English]

In this research, the relationship between school moral climate and teaching styles with academic procrastination was investigated. which is descriptive-correlation type. The statistical population was teachers and students of the second secondary school in Zanjan city, which was estimated using Cochran's formula for 180 teachers and 273 students. To collect data, we used the academic procrastination questionnaire of Solomon and Bloom (1984), Joe Akhli Schulte et al. It was analyzed. The results of the research showed that there is a negative and significant relationship between the moral atmosphere of the school (r=-0.266), facilitating teaching style (r=-0.231) and representative teaching style (r=-0.221) with academic procrastination. . Also, there is a positive and significant relationship between expert teaching style (r=0.259), authoritarian teaching style (r=0.372) and individual teaching style (r=0.054) with academic procrastination. Also, the results show that the predictor variables are able to explain 16 percent of the changes in the criterion variable. Similarly, only moral climate, expert teaching style, and authoritarian teaching style are significant among predictor variables, and individual, facilitating, and representative teaching style variables were removed from the model due to their non-significance. A conclusion can be drawn based on the findings of the research. The school and the teaching style of the teachers play an important role in the academic problems of the students.

کلیدواژه‌ها [English]

  • School moral climate
  • teaching styles
  • academic procrastination
  • students
  • Zanjan city
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